Electrical Engineering Students Evaluate Problem-Based Learning (PBL)

Abstract

This paper analyses and discusses a partial implementation of problem-based learning (PBL) from the student standpoint. PBL is an instructional approach that uses problems to initiate, focus and motivate students' acquisition of specific knowledge and development of professional skills and attitudes. In this study PBL was implemented in an administration theory module of an electrical engineering programme at a public university in Brazil. Data was collected through participant observation of classes and an end-of-term questionnaire and analysed qualitatively. Despite suggesting disadvantages such as increased workload and time consumption, superficial knowledge acquisition and deficient evaluation, results indicate a high level of student satisfaction as regards PBL and its capacity for promoting skills and attitudes cited by the literature.